The New Zealand Times. FRIDAY, MAY 18, 1923. CANTERBURY COLLEGE

New Zealand Times, Volume L, Issue 11522, 18 May 1923, Page 6

The New Zealand Times. FRIDAY, MAY 18, 1923. CANTERBURY COLLEGE

Canterbury College stands for more than a college for Canterbury. Its name has been justified, of course, in that sense amply. The name, however, is one of a group of names, winch make up between them a grand sheaf of testimony to the strong determination to establish good education the pioneers of New Zealand brought with them to their new homes, and began to pursue from the days of their various landings in the new world. To that sheaf of proofs Time is beginning to give the prominence of jubilee memories. Of thesp the jubilee of Otago University was the first, and the jubilee of Canterbury College, just celebrated, is the second, and is also a university celebration. But these celebrations, prominent as they are, and bright with the pleasure of looking back on good work well done, do not cover the whole period of the thoughtful, practical determination of the pioneers to establish education as the greatest factor in the development of the State they had come here to found. The institutions, the jubilees of which we have named, were the natural outcome of the notable educational work of the first quar-ter-century of the new State’s existence. By the end of that period every centre of the scattered population of those days had its primary schools, and the Eton jacket and collar were made familiar in many of them by the fine secondary schools of Auckland, Wanganui, Napier, Wellington, Nelson, Christchurch, Dunedin, and other places. At the end of the first quartercentury, the university idea, cherished with logical good sense throughout the country, took shape, as these two recent jubilees attest. Soon after their start in life the abolition of the provinces brought the whole machinery of public education under the single control of the Government of the Dominion. How that machinery has developed, what it has done, what it is costing, and what remains to he done for its betterment—these are all things well understood by intelligent readers of the news of the day. Canterbury College, now with its jubilee predecessor of Otago part of tho New Zealand University, began its career in 1873, fifty years ago. The splendid buildings of characteristic architecture, which proclaim its city a seat of learning, are well khown, and with the splendid domain and gardens and plantations in their immediate neighbourhood—anbther example of pioneer forethought and judicious enterprise—are the admiration daily of visitors, who spread their fame far and wide. The buildings and their equipment were made possible by the large endowments made by the Provincial Councils of the earlibr period of colonisation. Tlie same occurred in Otago. And in this the South Island had the advantage of the North; the absence of native rights and native difficulties making great difference in the respective powers of their ruling authorities. In the year named, a small hand of professors, ■ carefully selected, among them the present Chancellor of the New Zealand University, opened Canterbury College, with crowds of eager students. For fifty years the work went on with increasing professorial staff, increasing nlimhers of students, increasing success, and increaa. ing scope of learning. To particularise would require a large volume, and the institution has its records. These contain, of course, the record of the work of the governing body—the Board of Governors—which has every reason to be satisfied with the results of its management of the college endowments and of general supervision. To the public there is ample justification of the college’s usefulness, scattered over every department of life, for in every one men are prominent who have passed through the college and received equipment for their careers, and tho inspiration of high standards which men take into the world with them from tEe shelter of “Alma Mater.” These results are patent to the world of to-day, and a source of special gratification to the few survivors of the pioneers who, in their work of building this Stfito m the Southern Seas, placed education highest among the thingß of most importance. The same can be said of the work of the Otago institution, which had its jubilee first in the university line. It can also be said of all New Zealand, for similar results have been attained by many institutions which have had jubilee celebrations in the secondary order. The cry everywhere is for improvement. The great educational fabric stands firm from primary base to university top. That is tho fact that counts, and these jubilee celobrations assure us of its permanonce. Tho assurance is strengthened by this cry for improvement. It is a general cry for nwre in ouautity. and for variations jnj

quality. It is by no means a wild cry. On the contrary, the pleaders for the various points of demand show themselves, a 6 a rule, well acquainted with tlie world history of tlie fabric they deal with. In their anxiety for the future, they do not lose eight of the experience of the past. For example, the multiplication of universities in the United States of America lias attracted, great attention, and the unsatisfactory condition of university, government has impressed our observers here and in Australia greatly. TVe in our green leaf are struck by the controversies disturbing their sere and yellow. The complaint widely voiced in tlie States, that too much of the work of secondary schools is forced upon the universities of America, has set our people considering the tendencies among us. What will they he when advancing population forces the increase of universities among us? In this connection, the practice of successful Americans, who have given vastly of tlieir means for the endowment of universities, has attracted much attention, and already we have warnings that the growing burden of the higher education here is growing too heavy for the State, and should be largely shared by individuals who owe the State some gratitude for the prosperity they have achieved under the shelter of its strength. Then we have controversies about the scope of the university work. There are utilitarians who, wanting immediate results, are in danger of the error that a university is merely a technical 6eliool; and there are the idealists who, fixing their eyes too exclusively on the future, declaring that, without research, science must cease to he progressive, are open to the jibe that they turn universities into laboratories. Between these there are degrees of aspiration, and their advocates clash with amicable fervour. There are bodies and associations interested in all the work, primary, secondary, and university, and these regularly discuss all possible points, set forth all complaints, grievances, difficulties; put forward schemes of salaries, conditions, division of labour, and set themselves to rouse the apathy, of the public, which certainly in the mass has not a passion for education, or, if it has, does not tako much pains to make it articulate. Within the last few days much of this sort of thing has bulked large in newspaper reports. They are signs of vigorous health. They show that the cause of education among us is not going to fade out. The pioneers built the fabric. Their descendants will keep it in good order.